Reflections on the Visible Learning Journey for Greenfield Exempted Schools, Ohio Educators are constantly looking for the right formula that helps their students learn and thrive in the classroom. With so many different techniques and strategies, how do you know what will work best for your
When a popular lake in Arvada, Colorado, was closed to the public because of an algae bloom, a student asked his science teacher what could be done. His question was the catalyst for a deep dive into creative problem solving that engaged 200 sixth-graders, four
“Grades are not something you give… but something a student earns.” We know the truth of the statement that grades are earned, rather than given, but it is not always something that students understand. And it is our job to help them connect the study habits,
For the past five years my organization, InnovateEd, has supported a network of 30 school districts from across California to develop cultures, build capacity, and create coherent systems. We use a framework for systemic improvement to guide efforts at the district, school, and classroom levels toward creating a coherent system of continuous improvement. My new book, Districts on
Let’s be clear; being an educator is hard work. It is a profession driven and fueled by passion. It demands the very best people, and the very best from those people. It requires change that reflects the changes all around us. It requires consistency borne
Listen to Jenni Donohoo and Megan Tschannen-Moran discuss demystifying collective efficacy on the Leaders Coaching Leaders podcast with Peter DeWitt: I recently met with school improvement teams at two secondary schools. For the past four years, both school’s results were well below the Provincial average on
Being a teacher is not easy; it’s exhausting, never ending, and at times overwhelming. Educators take on this task because of their love for teaching and making a positive impact on the future of their students. Unfortunately, we see at times the amount of mental
One of the most confounding issues that schools face is the development of a common definition of progress. In many of our current accountability systems, we focus much more on levels of achievement (Advanced, Proficient, Basic, or Minimal) than we do on the progression of